3:25pm Mar 4 at 3:25pm
eLearning Proposal Presentation
For your initial post this week you will be attaching your eLearning Proposal and posting a summary of the learning theories and models selected, the topic, how they could be used and why.
Designing a stress resilience plan for adolescent students is important to assisting them to better handle stressful situations and stress factors. The proposed learning theory and model follows the instructional design REALs or the rich environments for active learning which is a constructivist plan were learners shape and reshape what is learned and constructed through experience (Dabbagh, 2013). With REALs a plan with a social learning and realistic context with a constructivist ideal surrounds five themes that the students will use being student responsibility and initiative, generative learning strategies, authentic learning contexts, authentic assessment, and cooperative support. The student’s responsibility and initiative will be done by engaging in stress reduction activities and participating in assessments. The generative learning strategies will include taking notes and/or providing feedback to see which techniques may be work best. The authentic learning contexts will be used to explore and discuss various techniques for a process of discovering which stress reduction strategies are best. Authentic assessment will be done by writing down and reflecting upon the strategies via online assessments. Lastly, cooperative support will be accomplished by the learners working together and ensuring that everyone can find their stress reducer.
Reference
Dabbagh, N. (2013).
The instructional design knowledge base. Retrieved from
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm#modelsYesterday Mar 3 at 6:01pm
For your initial post this week, you will be attaching your eLearning Proposal and posting a summary of the learning theories and models selected, the topic, how they could be used, and why.
For my proposal, I chose to look at Constructivist Design Theory for training BPS and using eLearning, along with Kirkpatrick’s Four Levels of Training. Being more specific with the Constructivist Design Theory, Analysis and Scaffolding came to mind. With analysis BPS while working on simulations of the food stamp program, they would need to understand their task and not just know how the operations work, which leads me to Scaffolding, looking at the cognitive distance between what the learner knows and what they can independently do. When working with Family Support Division, there are several programs, and it is best to see how each program operates and which ones are connected. It is so essential the BPS understand what they are doing. If they mess up, then they could mess up other benefits for the client. For Kirkpatrick’s Four Levels, reaction, learning, behavior, and results, the ones that stood out the most for me were the results. The BPS will show what they have learned, and if they need more training, there are the training centers they can refer to to refresh. These are simulations on entering the information from a food stamp application; all this is done on the computer.